About Me

Welcome! I am passionate about excellence in early childhood education. I do a mainly Reggio inspired child-led/ teacher-facilitated/ play-based intensive preschool curriculum. Aspects of Montessori and other programs are sprinkled throughout as well. My graduates are all at the top of their classes and many are in gifted programs. I homeschooled my two boys for l3 years for academic reasons.
I have a master's degree in Human Resources (training and development,) and college courses in Early Childhood Education and Development, along with my 120 hour Child Development Associate training.
One of my clients has a doctorate in Early Childhood Education and Special Education, so I always have her expertise to tap into as well.
I welcome questions and comments.

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Thursday, June 19, 2014

Historically, this is the time when I would feel a sense of pride and accomplishment knowing that my newly minted readers were proficient and ready for the new rigors of kindergarten language arts.

However, these children have been a step ahead since they were infants, and I still have them for another year.

Since the newly classified PRE-K ladies have completed all EIGHTY of their emergent readers, and Mr. G is only 8 away, we needed another method of recording their reading efforts as they dive into leveled readers.

The children helped me come up withthis style. They picked the layout, the fonts, and how many they wanted per page. As their writing improves, they wanted the lines big enough that they could comfortably write down their own information. Available for FREE on TPT, it includes a couple of layouts. This is the one we are using, but there are two other simpler ones with just title and title/author.

It is hard to believe that I began this reading journey with these children 20 months ago. At that time, they couldn't even put two letters together to form a word, but did know their letters and phonics, and now they are reading at a nearly 2nd grade level at the age of 4. We have moved at their pace, working at it when and how they wanted to, and not every day. As they got better, their interest soared.They each have very different reading styles. Miss A is a whole word reader, and HATES sounding out words, but does it as a last resort when she absolutely can't figure it out in her head. Mr. G, on the other hand, prefers phonics and sounding out words, and will continue to sound out even words he knows. He's getting over that gradually. Miss H is the happy medium between the two. We started book reading soon after they gained the ability to identify joined letters as words and had down many of the first level sight words. Their first pages were...

and the last pages of the emergent readers were...

What they are reading now, really seems like a step back.

So we are looking for good regular books to read. Today, Miss H read Ten Little Caterpillars by Bill Martin Jr., and only had trouble with the word "patiently." Not bad, considering it is Grade Level Equivalent for 2nd grade.

Wednesday, June 11, 2014

The children have been playing in this big box for a couple of weeks. It's been used for a variety of play experiences, but since we started our preschool theme for this month, SPACE, I decided to make it into a rocket.

I grabbed a pretty big Amazon box I had in the garage, and cut two triangles for the short ends. I then used a craft knife to score the edges about an inch from the edge to create a foldable line. This gave me a flange for joining the pieces together. The bottom flaps were turned under and taped down with packing tape [cheap.] The two side pieces for the point were joined at the top, then I simply laid the remaining rectangles of cardboard over the open sides and cut the pieces to fit before taping it all together.

To make it white, I knew paint would simply soak in and not look great, be expensive in the long run, and take time to do and dry. So I used the cheap, thin, white plastic table cloth you use for banquet tables. I had a roll hanging around. I simply sprayed an area with spray adhesive and applied it, trimming afterward. When complete, I covered the raw edges with duct tape from the dollar store.

I added some pieces of black Gorilla Tape and some blue painter's tape for accents. I printed out a Google image for the flag.

It was a must-have!

For the thrusters, I used 2 red bowls from the dollar store that I just put on with doubled over duct tape. I took a sheet each of yellow, orange and red tissue paper, tied them together with a twist tie, added doubled over duct tape to the inside of the cup, and pressed it in. I snipped the ends of the tissue paper to be pointed where any was straight.

For the window, I had this piece of packaging plastic laying around that seemed to have some interesting features to it. I cut out the area and sealed the edges with duct tape. I used the cut out for their instrument panel.

I simply drilled holes in the lids and block so they could actually move, and attached a triangular cardboard brace to the back after sealing the edges with duct tape.

After our paintings dried, they could put these up above the instrument panel to act as their windshield.

We added a chair to the cock pit, and....TA DA! We have a space ship! For about an hour of work and about $2 in materials for tape and tablecloth.

They think it's pretty spectacular.This is our current favorite video, original lyrics by Snow Patrol...

Monday, June 9, 2014

Knowledge may be the end power, but questions are how knowledge is gained and retained.

I am an advocate for child-led learning. In the preschool setting, this means that we explore their interests, I INVITE them to join me in learning activities, and I ask where they want to go in their learning and what they want to do to facilitate that direction. When I ask if they want to play, do art, do school...I will immediately hear a resounding chorus of

"SCHOOL! SCHOOL! SCHOOL!"

School for us, is also play and art, with a more focused agenda. But even our version of "school" work is dependent upon THEIR interests. We were late having lunch one day last week because they watched a worm crawling for 15 minutes. Total fascination. Schedules take a back seat to learning here. "How do they move like that?" "How do they poop?" "What do they eat?" "Will he get hurt on the sticks?" Why do these young preschoolers LOVE to learn and far too soon, that love will disappear? WHY? The average toddler asks 300+ questions a day. The average preschooler 100, and by middle school, children may not ask a single question in a day, let alone one of profound importance.

Are you saying, SO WHAT?!

Questions are control. When we remove questions from children, we remove their control. We give them answers to regurgitate, rather than giving them the means to work out the answers on their own. We take away their freedom and responsibility to OWN their learning experiences.Parents often say that if left to their own devices, their children would play video games all day. Have you ever wondered if that might be because we have stripped away their ability to self-motivate learning?Maybe we have TAUGHT them that all learning should be directed by someone else. Reading is a requirement, not a beloved activity anymore. Research is required, limited to a given topic and specific set of requirements, with the goal of a graded paper at the end, not understanding. The goal is no longer a passionate exploration to understand the unknown.What is a question of profound importance?

It is anything that encourages exploration of themselves and their world.

A few of my 13 year-old son's recent questions of profound importance:

What signs tell a tornado may form?

How do solar flares impact stuff here on Earth?

Who all was involved in the Manhattan Project?

What did my great grandparents do for a living?

Not surprisingly, we homeschool. Even less surprisingly, the majority of his time is spent in self-directed learning, exploring where his passions or interests lead.Self-directed learning?

Initiated and led by the individual, facilitated [rather than directed or controlled] by a mentor, educator or parent.

No, I can't answer any of those profound questions of his, so I facilitate his learning as needed. But, he's pretty resourceful. Wikipedia is often the first step, Youtube, on-line articles, forums, downloading books, emailing the people directly involved [who, surprisingly, usually write back], and figuring out what he still wants or needs to learn and the direction(s) that will take him. For more advanced work, there are tutors and on-line classes.In-depth, knowledge-retentive, multi-layered, connective LEARNING is achieved through the freedom of moving in any of the 360 degree directions a child may find necessary for him to achieve his path. Education through a linear, blinders-on, single focus goal, leaves an entire world of learning opportunities disposable to a single end goal. That goal is RARELY knowledge. It is usually a test, a paper, or other drastically limited pin-point focus.The self-directed learning path is rarely, if ever, linear, unless short lived. It can be circular, realizing the subject has reached a level he is uncomfortable pursuing, or finding some specific sub-area he would rather concentrate upon. It can mean that he has determined that a particular path of learning is completed for him, but there are other directions to explore within the same subject. The path almost always branches in multiple directions at different points to gather information and return or finding some nuance within the exploration that takes off on an entirely new direction of purpose. But, above all, the learning is interconnected and directly related to an initial goal set by the individual.He said he was doing graphic work for a computer game and started thinking about Picasso. Then he thought about how Picasso knew Einstein. He looked up some information on them. When he came to Einstein he saw a link to the Manhattan Project, of which he had only a basic understanding. Within two days he could lecture on the Manhattan Project, reciting names, dates, responsibilities of key players, interview tidbits, etc.Through this exploration, he learned aspects of science, history, psychology, sociology, advanced reading, logic/reasoning/strategy, politics, and I'm certain other subjects, in the many hours he spent in research and study of this single topic. A learning path that all began with a random thought about Picasso. A path that I would NEVER have considered to put on a 7th grade curriculum, let alone to the level he took it.While his main passion is programming and coding in C++, his curiosity and interest has led him in some fascinating directions. Directions that in my wildest imagination, I could not have conceived of him being interested in pursuing, and directions that no middle school curriculum would touch upon, let alone cover to the level he has pursued.A classical piece in one of his video games caught his interest. While having been exposed to classical music, this piece spoke to him. He began to research Beethoven, who was interconnected to other composers, so other biographies were read. The information led to an understanding of the historical social and political influences upon the music and the progression of the genres.In coding, he says he makes the most progress by making mistakes, finding them, and fixing them. I asked if he wanted to take a course in C++, but he said no, because they would tell him how to do it right, expect him to always do it right, and he'd never truly LEARN how to fix anything and everything that could go wrong. "It is through making mistakes that I realize my limitations and how to overcome them."He tried for a few weeks to get down a 3D graphics program he began working with. He finally decided he needed help, so he began to contact the game developers that he most admired. They were independents with solid games. They gave him advice, sent him some of their early files to work with, and were very encouraging of him as a young game developer. He contacted them all on his own. He's 13, but they didn't know that, and probably didn't care. They connected with him as a colleague. Unfortunately, that level of drive, ambition and confidence has been taught out of most children. The fearlessness that they enter this world possessing is slowly stripped away by a constant barrage of "NO."No, you can't touch that. No you can't do that. No you can't have that. No you can't say that. No you can't THINK that.Yes, you may sit still and do as you are asked. Yes, you may give the correct answer so you will not be punished, reprimanded or humiliated. Yes, you may follow this particular learning path I have determined for you to follow whether it interests you, or is in your best interest...or NOT.Parents wonder why their children escape into video games.In video games, children are allowed to be in control, free, powerful, motivated, rewarded, and constantly moving to a higher level based upon their own learning and growth.The need and desire for self-directed learning is innate. Even stripped down and made compliant for society, they still rebel and fight for it in the secrecy of their games. Tags: homeschool, homeschooling, parenting, teaching, education, educating, unschooling, self-directed, learning, investigation, exploration, theme, unit, project, project-based, child-led,